One of the best gifts teachers can give students are the experiences that open their eyes to themselves as learners. Most students don’t think much about how they learn. Mine used to struggle to write a paragraph describing the study approaches they planned to use in my communication courses. However, to be fair, I’m not sure I had a lot of insights about my learning when I was a student. Did you?

Many of these approaches can be grouped under “active learning,” a term referring to a wide number of teaching tools and strategies that share one important characteristic: they all actively engage students in the learning process, making them responsible for their learning, rather than having them passively receive information.

In this March, 2013 conference presentation entitled Engineering Education Research: The Growth of a Discipline, Leah Jamieson, Dean of Engineering at Purdue University, discusses the value of addressing different modes of learning in engineering education.

Sometimes at the end of a workshop, a participant suffering from information overload asks, "If I want to try just one thing you told us about, what should it be?" My answer is always active learning. For those who came in late, that means engaging students in course-related activities in class other than watching and listening to the instructor. They may be asked to answer a question, begin a problem solution or derivation or figure out the next step, explain a concept, interpret an observation, brainstorm a list, predict the outcome of an experiment, or any of a hundred other things.

Engineering Teaching's insight:

A chemical engineering professor talks about what you can do to engage students in active learning.

UNR building engineering education Reno Gazette-Journal The University of Nevada, Reno is trying to build an engineering education at all levels of Nevada schools to help provide a path for students to enter the Nevada workforce in the many fields...

College faculty — in all disciplines — should learn and implement more productive instructional strategies. They should do this because lecture is among the least effective instructional strategies, even really, really good lectures.

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